Scenario-Based Coaching Script

Facilitator Note: This script guides you step-by-step through the role-play activity. Speak exactly as written to ensure clarity and engagement.

1. Transition to Role-Play (2 minutes)

“Alright, everyone—great discussion on early warning signs! Now we’re going to put those insights into practice with role-play scenarios.

First, please stand up and find a group of three to four people. If you’re a group of four, one of you will be the extra observer or coach. Once you’re settled, you’ll each take turns playing three roles:

• Counselor – You notice warning signs and use de-escalation strategies.
• Student – You enact the scenario on your card.
• Observer – You watch closely and use the Observer Checklist to note warning signs and de-escalation moves.

Take one copy of the Role-Play Scenario Cards and one De-escalation Quick Reference each.”

2. Assign Roles and Review Instructions (3 minutes)

“Now that you’re in your groups, please assign roles:

1. Counselor
2. Student
3. Observer
4. (Optional) Additional Coach or Timekeeper

Counselor, quickly skim the De-escalation Quick Reference so you remember the key steps:
• Use calm tone
• Offer open-ended questions
• Validate feelings
• Offer choices

Student, read your scenario card quietly and decide how your character would respond. Observer, prepare to take notes on two things:

a) The warning signs the counselor picks up
b) The de-escalation strategies the counselor uses

If anyone has questions, wave me over now.”

3. Role-Play Round 1 (5 minutes)

“Let’s begin Round 1!

🔔 Start now.

Counselor, when you’re ready, start the conversation by greeting the student and looking for warning signs. Try a line like:

“Hi [Student Name], I noticed you’ve been quieter than usual. Can you tell me how you’re doing today?”

Observer, watch and listen. Note any physical, emotional, or behavioral signals you see, and circle the de-escalation strategies used on your checklist.

I’ll give you a two-minute warning.”

“⏰ Two minutes left—finish strong!”

“🔔 Time’s up. Great work!”

4. Debrief Round 1 (3 minutes)

“Let’s debrief quickly:

• Observer, what warning signs did you notice?
• Counselor, what was your goal in those first moments?
• Student, how did the counselor’s approach feel for you?

(Allow each person 20–30 seconds.)

Facilitator prompt if needed: “Remember to look for subtle cues—like posture shifts or tone changes—and reflect them back with empathy.”

5. Rotate Roles & Repeat (15 minutes total)

“We’ll now rotate roles and repeat for two more rounds. Each round is structured the same:

1. Counselor opens with a check-in.
2. Student enacts the scenario.
3. Observer takes notes.
4. Debrief with the three quick questions.

Each round takes about 8 minutes. I’ll signal when to switch.”

6. Whole-Group Debrief & Coaching Tips (10 minutes)

“Welcome back! Let’s sit in our circle.

Facilitator: “I want each group’s observer to share one standout moment—either a warning sign picked up or a strong de-escalation move. Who wants to go first?”

After each share, add one coaching tip:

• “Great catch! Noticing the shift in breathing is key—try naming it: ‘I can see you’re breathing faster; that can feel scary.’”
• “Excellent use of silence there—pausing gives the student space to think.”

Follow-Up Questions:

• “What was the hardest part of stepping into the counselor role?”
• “Which de-escalation strategy felt most natural? Which felt challenging?”

Closing Script:
“Thank you all for your openness and practice today. Remember, early recognition plus a trauma-informed response can transform that critical moment for a student. Take one final look at your De-escalation Quick Reference and commit to trying one new strategy this week.

Please share one action you’ll take in your school before you leave.”

De-escalation Quick Reference

A one-page cheat sheet for trauma-informed de-escalation. Keep this handy during role-plays and real conversations.

1. Prepare Your Mindset

• Check your tone & body language: Calm, open posture; soft volume.
• Center yourself: Take a breath before approaching.
• Set intention: I’m here to listen, validate, and support.

2. Opening the Conversation

• Use an open-ended check-in: “I noticed you seem a bit upset—want to tell me what’s going on?”
• Offer safety: “This is a confidential space; I’m here to help.”

3. Active Listening & Empathy

• Reflect back: “It sounds like you’ve been feeling overwhelmed.”
• Validate: “That reaction makes sense given what you’re describing.”
• Pause & allow silence: Give space for them to gather their thoughts.

4. Calming Techniques

• Normalize the response: “Many of us feel this way when under stress.”
• Offer grounding: “Would you like to take a few deep breaths together?”
• Use gentle prompts: “What helps you feel a bit more settled?”

5. Offer Choices & Collaboration

• Provide options: “Would talking here help, or would you prefer a walk outside?”
• Invite them to decide next steps: “What feels most helpful right now?”
• Emphasize collaboration: “Let’s figure out a plan that works for you.”

6. When & How to Set Limits

• Be clear & respectful: “I want to keep you safe. I can’t let you hurt yourself or damage property.”
• Explain rationale: “I need to follow school policy, but I’m here to support you through this.”

7. Cultural & Trauma-Informed Reminders

• Honor identity & background: Ask, “Is there anything you want me to know about how you prefer to be supported?”
• Avoid re-traumatization: Do not force disclosure; respect boundaries.

8. Escalation & Referral

• Know your limits: If safety remains a concern, involve your MTSS team or administration.
• Document & follow up: Record observations and next steps.
• Check back in: Schedule a follow-up to review progress.

Keep this reference at arm’s reach. Your calm presence and these steps can turn a tense moment into an opportunity for support and connection.

Role-Play Scenario Cards

Use these scenario cards in your small-group role-play activity. Each card describes a brief student situation with context and emotional cues. As Student, embody the details provided. As Counselor, look for the warning signs listed. As Observer, note which signals were recognized and which de-escalation strategies were used.

Scenario 1: Jordan’s Quiet Change

• Background: Jordan, a typically talkative 8th grader, has been unusually quiet in class for the past week.
• Behavioral Cues: Left class early twice, avoids group work, sits with head down.
• Emotional Cues: Occasional tearfulness when asked a question, minimal eye contact.

Scenario 2: Alex’s Headaches

• Background: Alex, a 9th grader, reports daily headaches and has missed morning homeroom three times this week.
• Physical Cues: Rubbing temples, pressing fingers to forehead, complaining of dizziness.
• Behavioral Cues: Frequent restroom breaks, arriving late to first period.

Scenario 3: Mia’s Classroom Outburst

• Background: Mia, a 7th grader, snapped at a peer during group work and slammed her book shut.
• Emotional Cues: Raised voice, flushed face, clenched fists.
• Behavioral Cues: Pacing, refusing to rejoin the group.

Scenario 4: Sam’s Risky Talk

• Background: Sam, a 10th grader, mentioned cutting themselves “just a little” after a family dispute.
• Physical Cues: Small cuts on forearm (self-inflicted), slender posture indicating fatigue.
• Emotional Cues: Flat affect, shrugging when asked how they feel.

Scenario 5: Taylor’s Falling Grades

• Background: Taylor, an 11th grader, has gone from As and Bs to Cs and Ds in the last month.
• Behavioral Cues: Skipping study hall, forgetting assignments, distracted doodling of sad faces.
• Emotional Cues: Sighing repeatedly, muttering that “nothing matters.”

Scenario 6: Casey’s Fatigue

• Background: Casey, a 6th grader, struggles to stay awake during morning classes.
• Physical Cues: Yawning, drooping shoulders, resting head on desk.
• Behavioral Cues: Falls asleep on homework, stumbles in hallways.
• Emotional Cues: Soft voice, slow responses when spoken to.

After reading your card, Student should adopt the posture, tone, and brief lines suggested. Counselor begins a check-in and uncovers the student’s experience. Observer uses the Observer Checklist to note which physical, emotional, and behavioral warning signs the counselor recognizes and which de-escalation steps they use.